Overview

Excavating Whiteness: How White Teachers’ Histories, Communities, and Relationships Frame Their Understandings about Race follows a group of sixteen teachers, fourteen White, one African American, and one Native American teacher as they participated in a university summer course centered on examining the role of race in education. The voices and experiences of the teachers powerfully demonstrate their various views and stages of racial identity development. The teachers’ interactions illustrate the difficulties they encountered, how they engaged with each other, and how and why they retreated from learning opportunities due their past, their relationships within previous learning communities, and within the newly created learning community of the course. Excavating Whiteness follows the story of a group of teachers working together to understand why race matters in their lives as educators. Their individual journeys through the course are representative of the myriad of ways White teachers respond to race and can provide others with insights into the nuanced ways race and identity are bound by personal history, experiences, and beliefs.

Full Product Details

9781666909555

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Reviews

Excavating Whiteness is unique in its focus on a cohort of teachers and teacher educators and their relationships with one another across time and opportunities for learning about themselves and others through intensive workshops and day-long sessions across several months. This volume centers raw teacher voices doing the hard--and sometimes messy, exhausting, confusing, heart wrenching--work of excavating, interrogating, and grappling with race, racialized identities, and whiteness. The careful ethnographic approach of authors Pennington, Brock and Ndura stands in sharp contrast to studies that present deficit-driven narratives of teachers based on limited interactions. This book is a terrific resource for teachers and teacher educators who seek to further their own opportunities for learning about and challenging whiteness. --Mary McVee, University at Buffalo, SUNY Pennington, Brock, and Ndura believe in the good work and good intentions of teachers. Through this remarkable book, they guide teachers and teacher educators on the important path to learning more about race, whiteness, and language diversity. --Sherry Marx, Utah State University

Excavating Whiteness is unique in its focus on a cohort of teachers and teacher educators and their relationships with one another across time and opportunities for learning about themselves and others through intensive workshops and day-long sessions across several months. This volume centers raw teacher voices doing the hard--and sometimes messy, exhausting, confusing, heart wrenching--work of excavating, interrogating, and grappling with race, racialized identities, and whiteness. The careful ethnographic approach of authors Pennington, Brock and Ndura stands in sharp contrast to studies that present deficit-driven narratives of teachers based on limited interactions. This book is a terrific resource for teachers and teacher educators who seek to further their own opportunities for learning about and challenging whiteness. --Mary McVee, University at Buffalo, SUNY Pennington, Brock, and Ndura believe in the good work and good intentions of teachers. Through this remarkable book, they guide teachers and teacher educators on the important path to learning more about race, whiteness, and language diversity. --Sherry Marx, Utah State University Excavating Whiteness is unique in its focus on a cohort of teachers and teacher educators and their relationships with one another across time and opportunities for learning about themselves and others through intensive workshops and day-long sessions across several months. This volume centers raw teacher voices doing the hard--and sometimes messy, exhausting, confusing, heart wrenching--work of excavating, interrogating, and grappling with race, racialized identities, and whiteness. The careful ethnographic approach of authors Pennington, Brock and Ndura stands in sharp contrast to studies that present deficit-driven narratives of teachers based on limited interactions. This book is a terrific resource for teachers and teacher educators who seek to further their own opportunities for learning about and challenging whiteness. Pennington, Brock, and Ndura believe in the good work and good intentions of teachers. Through this remarkable book, they guide teachers and teacher educators on the important path to learning more about race, whiteness, and language diversity.

Author Information

Julie L. Pennington is professor of literacy studies at the University of Nevada, Reno. Cynthia H. Brock is professor at the University of Wyoming where she holds the Wyoming Excellence in Higher Education Endowed Chair in Literacy Education. Elavie Ndura is a professor of education at the University of Washington Tacoma.

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